Can a Teaching Method Guarantee Success in L2 Learning?

2020 ◽  
pp. 1-20
Author(s):  
Macarena Muradás-Sanromán
Keyword(s):  
Language Learning ◽  
Intercultural Communication ◽  
Learning Process ◽  
Professional Growth ◽  
Teaching Method ◽  
Autonomous Learning ◽  
New Approach ◽  
Globalizing World ◽  
Wide Range ◽  
L2 Learning

In a rapidly globalizing world, the need to learn languages is more than evident. Professional growth, intercultural communication, and personal enrichment are among the great benefits they offer. Therefore, the important efforts throughout history to find a perfect method which guarantees success in language learning should come as no surprise. Nevertheless, none of the proposals has achieved desired results. Consequently, it is necessary to reflect on the following question: can a teaching method really guarantee success in L2 learning? This chapter analyzes in depth the wide range of factors which influence the learning process, in order to understand better who learns, how, and why. This new approach promotes an individualized and autonomous learning process, and the quest for a unique, infallible teaching method becomes senseless.

Promoting Autonomous Language Learning in Online Environments

10.47908/9/15 ◽  
2013 ◽  
pp. 165-280
Author(s):  
Maria De Santo ◽  
Luisa Boardman
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Autonomous Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Integration Of Technology ◽  
Computer Mediated ◽  
Wide Range ◽  
The University

The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.

scholarly journals Diversity of Learners: A Study about how Individual Differences Affect the L2 Learning Process

2021 ◽  
Vol 3 (12) ◽  
pp. 01-07
Author(s):  
John Ramil A. Valle ◽  
Ramil G. Ilustre ◽  
Donna May R. Figuracion ◽  
Larme M. Cabahug ◽  
Rosario R. Paningbatan ◽  
...  
Keyword(s):  
Individual Differences ◽  
Literature Review ◽  
Language Learning ◽  
Learning Process ◽  
Journal Article ◽  
Journal Articles ◽  
L2 Learning ◽  
Definition Of ◽  
Relationship Of ◽  
The Relationship

Individual differences are considered one of the main factors in language learning. This article begins by presenting the definition of individual differences and identifying the possible individual differences that may affect the L2 learning process are. Based on the literature review, shows that there are eight (8) major individual differences to be found as salient features in the L2 learning process. A brief overview of these eight (8) individual differences is provided, supported by the literature review of 20 journal articles. This journal article used grounded theory design as a method in identifying the relationship of the following individual differences in the L2 learning process. According to the results, although there is a growth in the study of individual differences that affects the L2 learning process, there is still much work to be done and much more investigation is required.

scholarly journals THE USE OF VOCABULARY LEARNING STRATEGIES AMONG ESL UNDERGRADUATES

2019 ◽  
Vol 2 (7) ◽  
pp. 66-79
Author(s):  
Siti Nursakina Baharudin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Survey Design ◽  
Vocabulary Learning ◽  
Descriptive Analysis ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
Wide Range

Students need to take control of their learning process by knowing when, where and how to use appropriate learning strategies for effective learning to take place. One of the language learning strategies learners need to take into consideration is vocabulary learning strategy (VLS) as vocabulary is one of the crucial elements that learners need to master in language learning. Vocabulary learning strategies if used effectively will help learners to master a wide range of vocabulary. This study aims to identify the types of VLS which are frequently used among ESL undergraduates according to learners’ gender. Forty ESL undergraduates from various disciplines at a local university were involved in this study and data were collected to achieve the main objective of the study. The survey design was employed, and data were analyzed quantitatively using descriptive analysis to measure the frequency and percentage to identify the most frequent use of VLS and whether it differs from the undergraduates’ gender. The findings of this study found that male undergraduates used VLS more than female undergraduates and memory and social strategy were the most frequently used by female undergraduates while male undergraduates used more of cognitive and metacognitive strategy. Therefore, the findings of the study are indeed beneficial for learners to know which VLS suits them and how they can acquire a vast amount of vocabulary during their second language learning process by applying those vocabulary strategies.

scholarly journals Kesadaran Identitas Diri dalam Komunikasi Lintas Budaya pada Pembelajaran Percakapan Bahasa Jepang Tingkat Dasar: Identitas Muslim dan Orang Indonesia

2018 ◽  
Vol 4 (3) ◽  
pp. 161
Author(s):  
Vera Yulianti ◽  
Arianty Visiaty
Keyword(s):  
Cultural Identity ◽  
Language Learning ◽  
Intercultural Communication ◽  
Learning Process ◽  
Personal Information ◽  
Cultural Identities ◽  
Japanese Language ◽  
Japanese People ◽  
Collectivistic Culture ◽  
Class 1

<p><em>Abstrak</em> – <strong>Penelitian ini bertujuan mengidentifikasi kesadaran diri pembelajar bahasa Jepang mengenai identitas budaya muslim orang Indonesia pada pembelajaran bahasa Jepang tingkat dasar dan perbandingannya dengan identitas diri budaya Jepang. Responden penelitian ini adalah dua puluh satu mahasiswa tingkat 1 Universitas Al Azhar Indonesia yang sedang mengikuti kuliah percakapan bahasa Jepang 2. Seluruh responden adalah pembelajar bahasa Jepang tingkat dasar kategori A1 menurut CEFR dan 2010. Dengan menggunakan portofolio dan rubrik, pembelajar mengeksplorasi identitas dirinya sebagai muslim dan orang Indonesia berkaitan dengan tema percakapan yang ditentukan, kemudian membandingkannya dengan identitas budaya orang Jepang dengan stimulant video dan ilustrasi. Lalu, responden bercakap dengan bermain peran (role play) tema terkait, kemudian mengevaluasi kendala yang muncul. Hasil penelitian ini mengungkapkan bahwa identitas budaya sebagai muslim orang Indonesia yang disadari responden pada komunikasi interkultural banyak dipengaruhi oleh konsep bangsa yang beranekaragam namun satu kesatuan (Bhinneka Tunggal Ika). Keberagaman tersebut memunculkan kecenderungan orang Indonesia cenderung mudah terbuka pada orang lain, sekalipun saat bercakap-cakap dengan orang yang baru dikenal dan membicarakan topik-topik yang sifatnya pribadi sekalipun seperti indentitas pribadi dan keluarga. Lalu, identitas sebagai seorang muslim banyak muncul dalam percakapan komunikasi interkultural terutama mengenai aturan praktek ibadah sehari-hari. Penjelasan tentang praktek ibadah yang khas ini cenderung memunculkan kesulitan percakapan (pemilihan kosakata dan ungkapan) dalam bahasa Jepang bagi pembelajar tingkat dasar. Sementara identitas budaya masyarakat berkelompok (collectivistic culture) banyak mewarnai percakapan orang Jepang dalam komunikasi interkultural sehingga mereka cenderung lebih menjaga privasi diri dan kelompok.</strong></p><p><em><strong>Kata Kunci - </strong>Pembelajar bahasa Jepang, Identitas budaya, Komunikasi lintas budaya</em></p><p><br /><em>Abstract</em><strong> – Despite intercultural communication competence as one of the important language learning process goals since globalization has started, there comes a tendency to neglect to foster cultural identity awareness in language learning process. This research is a preliminary study that explores Indonesian learner’s cultural identities awareness as well Japanese cultural identities during the process of learning the Japanese language as one of their foreign languages. The respondents are twenty-one students of Japanese language classes participating in Japanese language speaking class 1 (elementary level) at Al Azhar Indonesia University, categorized as A1 (beginner) Japanese learners by JF (Japan Foundation) standards. Through two conversation topics (“my family” and “my home town”) the respondents have been invited to mention their local custom while conversing within the topics and comparing such custom to Japanese people’s local custom. The data are collected utilizing portfolios and Likert scale pre-post questionnaire during November 2016 and analyzed descriptively. The result of this study exposed that the participants were aware of Indonesian cultural identity and Japanese cultural identity in the context of intercultural communication, namely, in the conversation of family and hometown. While having a dialogue with unfamiliar people, mainly speaking about personal information, i.e. family topic, Japanese people tend to have conversation plainly in general subtopics since Japanese people have collectivistic culture. Distinctively, since Indonesian people believe in “Unity in Diversity” (different but one), they are feasible to discuss wider subtopics despite the unfamiliar interlocutors.</strong></p><p><em><strong>Keywords -</strong> Indonesian, Japanese Language Learners, Cultural Identity, Intercultural Communicative Competence</em></p>

scholarly journals Developing learner autonomy in language learning: A study in the Thai EFL secondary school context

2021 ◽  
Author(s):  
◽  
Muthita Chinpakdee
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Learning Process ◽  
Classroom Practices ◽  
School Context ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Language Classrooms ◽  
Group Interviews ◽  
Based Instruction

<p>Learner autonomy, primarily defined as “the ability to take charge of one’s own learning” (Holec, 1981, p. 3), has gained much research interest in the field of language learning and teaching due to its potential contribution to effective language learning. Although the concept of learner autonomy has been extensively discussed in the literature, little research has empirically investigated how this concept is realized in language classrooms.  This research explored learner autonomy and its development in the Thai secondary school context. The research was structured in two phases. The first phase of the study was an exploratory phase conducted to identify the Thai teachers’ perspectives towards learner autonomy and how their classroom practices prepared learners for autonomous learning. Data were collected through class observations, teacher interviews and learner group interviews. The findings revealed that although the teachers shared positive views about learner autonomy and regarded it as a useful concept, they did not sufficiently promote autonomous learning in their classroom practices. Learners’ accounts of their learning experiences also indicated that their classrooms did not prepare them methodologically and psychologically to take responsibility for their own learning. Findings from the exploratory phase indicate that the teachers’ use of the teacher-led teaching method as well as the learners’ lack of skills and confidence in their ability to direct their learning process could pose significant challenges to learner autonomy development. Building on findings from the first phase, the second phase of the study featured a strategy-based intervention program designed to promote learner autonomy. This intervention phase involved 30 learners from an intact class in which the strategy-based instruction program was implemented, and 32 learners from a comparison class who received regular English lessons. Data regarding the intervention’s impacts on learners’ development of knowledge and skills to direct their learning were obtained from learner group interviews and weekly learning journals while the intervention’s influence on learners’ language proficiency was observed through reading think-aloud sessions and three sets of reading tests. Findings revealed that strategy-based instruction was an effective means to raise learners’ awareness of their learning process and foster autonomous learning. First, the intervention lessons significantly contributed to learners’ gradual development of knowledge and skills to independently direct their learning process. Secondly, learners’ learning experiences during the intervention also motivated them to create learning opportunities in which they can interact purposefully and creatively with English. Furthermore, learners’ strategic approaches to learning appeared to have led to their increased scores in English reading. In sum, this study indicates that learner autonomy is a viable goal in the Thai educational context. It also provides empirically-grounded insights into the process of developing learner autonomy in language classrooms and reveals factors that can mediate the process. Findings from this study contribute to the current understanding about learner autonomy in language learning and offer practical implications for teachers in creating a learning space to promote autonomous learning.</p>

scholarly journals TELL (Technology-enhanced Language Learning) in Iranian High Schools: A Panacea for Emotional and Motivational Detriments

2018 ◽  
Vol 7 (4) ◽  
pp. 92 ◽  
Author(s):  
Afsaneh Ghanizadeh ◽  
Azam Razavi ◽  
Akram Hosseini
Keyword(s):  
High Schools ◽  
Language Learning ◽  
Language Proficiency ◽  
Second Phase ◽  
Control Groups ◽  
Learning Attitudes ◽  
Wide Range ◽  
L2 Learning ◽  
Based Instruction ◽  
Experimental Group

Recent expansions in technological tools are shifting the direction of foreign-language education. A plethora of EFL research studies suggested that the benefits of TELL (technology-enhanced language learning) embrace a wide array of cognitive, motivational, and emotional attributes. English language teaching in Iran has recently undergone a host of rapid changes. The most apparent change was that the traditional grammar-based instruction left its place to communicative-oriented approaches. As a result, teachers needed extra aids to provide learners with the desired environments and foster exposure to authentic materials. In this regard, multimedia techniques (MTs) offer wide range of facilities in high speed and effective information processing. The purpose of this study was to examine the possible impact of MTs in high schools on students’ L2 learning attitudes, anxiety, and language proficiency. To do so, the researchers adopted a mixed-methods design integrating experimental and interview analyses. The sample of the study consisted of 124 female students from Motahhareh high school in Mashhad, a city in Northeast of Iran. Twelve items out of Dörnyei’s L2 Motivational Self- system scale were picked to measure attitudes to L2 learning and L2 anxiety. The Babel test was employed for gauging participants’ language proficiency. The sample was divided into two experimental and two control groups. The participants in experimental and control groups were provided with the same materials and instruction. The point of difference lay in the mode of presenting the materials in experimental group, i.e. via multimedia techniques. In the second phase, a semi-structured interview was conducted with a number of students in experimental groups to delve into their attitudes and feedbacks concerning MT-based instruction. The results indicated that there were statistically significant differences in students’ L2 learning attitudes, anxiety, and language proficiency in favor of the experimental group. In the light of the obtained results, the study presented a number of practical and accessible recommendations for implementing multimedia in teaching English.

scholarly journals The Effects of Lecturers’ Formal and Informal Talks on Students’ Understanding of the Material in the Language Learning Process

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Dewi Purwati
Keyword(s):  
Discourse Analysis ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Teaching Method ◽  
Analysis Approach ◽  
Classroom Observations ◽  
Complete Understanding ◽  
Study Program

AbstractThis research focused on investigating the effects of lecturers’ formal and informal talks on students’ understanding of the material. The aim of this research is to elaborate how the lecturer’s talk in terms of its formal and informality could affect the students’ understanding of the material delivered in the classroom. The researcher applied qualitative method to fulfil the aim and collected the data of the research by using three instruments which were classroom observations, recording of the teaching and learning process, and interview of the students. All teaching processes and interviews were recorded and transcribed and analysed using discourse analysis approach. The data was analyzed by adopting the six facets of understanding proposed by Wiggins & McTighe (2018). The research was conducted at the first and fifth semester groups of English Study Program of IAIN Bone. The result shows that the lecturers used both formal and informal language alternately in teaching. The students preferred the lecturer to use informal language in delivering the material. According to them, using informal language made the students easier to understand the material delivered by the lecturer. They argued that teaching method and including the variation of lecturer’s language in teaching gave a significant improvement to the students’ achievement and understanding. The students fulfilled all the six facets of understanding based on the theory Wiggins & McTighe (2018). It meant that the students had a complete understanding of the material delivered by the lecturers. 

scholarly journals Uma professora estagiária em sua caminhada em busca da aprendizagem autônoma

2008 ◽  
Vol 1 (36) ◽  
pp. 98-110
Author(s):  
Bruna Braga Silveira ◽  
Bruna Sommer Farias ◽  
Caroline Scheuer Neves ◽  
Daniela Mittelstadt ◽  
Christine Nicolaides
Keyword(s):  
Public Schools ◽  
Language Learning ◽  
Student Teachers ◽  
Learning Process ◽  
Process Development ◽  
Private University ◽  
Autonomous Learning ◽  
English Teacher ◽  
Porto Alegre ◽  
Learning And Teaching

Este é um trabalho de cunho qualitativo baseado em princípios etnográficos, cujo objetivoprincipal é acompanhar e compreender o processo de desenvolvimento de aprendizagem e ensinoautônomos. Os dados provêm de uma pesquisa intitulada “O Professor de Língua Inglesa e suaTrajetória em Direção ao Aprendizado e ao Ensino Autônomos”, que procura verificar o comportamentode cinco participantes em dois momentos – como alunos da disciplina de Prática de Ensino de LínguaInglesa de uma universidade particular em Porto Alegre, e como estagiários em escolas da rede públicaestadual. Para este trabalho, no entanto, descreveremos a experiência de apenas uma participante:Mariana1. Os resultados mostram o engajamento da participante em planejar e aplicar tarefassignificativas objetivando desenvolver a autonomia em seus aprendizes.PALAVRAS-CHAVE: Autonomia – Estágio de Inglês – Aprendizagem de línguasABSTRACT: This paper is based on qualitive research with ethnographical principles, which aims tofollow and understand autonomy learning process development. The data come from a research projectentitled "The English teacher and his/her trajectory towards autonomous learning and teaching", whosemain objective is to verify the behavior of five participants at two occasions– as students during the intrainingteaching classes in a private university in Porto Alegre, and as student-teachers during their intrainingteaching period in state public schools. Nevertheless, for this paper we will be describing theexperience of only one participant: Mariana. Results show the participant commitment while planningand applying meaningful tasks which aim at her student’s autonomy development.KEYWORDS: Autonomy – In-training period – Language learning

scholarly journals ШЛЯХИ ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ РЕАЛІЗАЦІЇ АВТОНОМНОГО НАВЧАННЯ ПРОФЕСІЙНО ОРІЄНТОВАНОГО АНГЛОМОВНОГО СПІЛКУВАННЯ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ

2020 ◽  
pp. 34-43
Author(s):  
Наталя Дмітренко ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Style ◽  
Language Proficiency ◽  
Mathematics Teachers ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Self Control ◽  
Autonomous Learning ◽  
Educational Activities

The purpose of the article is to identify ways to increase the effectiveness of autonomous learning of professionally oriented English communication. The combination of personality-oriented, competence-based and communicative approaches in the training process of future Mathematics teachers makes the learning process more efficient and the learning outcomes better. The main strategies of autonomous learning of professionally oriented English communication of future Mathematics teachers, which should be used in the learning process, are: strategies for overcoming language and speech difficulties in foreign language proficiency; strategies for organizing autonomous learning of professionally oriented communication in a foreign language. Effective implementation of autonomous learning of professionally oriented English communication is grounded on a set of pedagogical conditions: 1) training students for the formation of educational autonomy, which includes: diagnostics of students to determine individual learning style in foreign language learning; correction and development of skills of autonomous educational activities and expansion of the range of educational strategies; autonomy of students, which is expressed in the independent determination of the goals and objectives of the course, the student’s preference choice of strategies and techniques; education of students’ sense of responsibility, ability to self-assessment and self-control, formation of skills to organize the work in the course of training; 2) providing pedagogical support aimed at achieving educational goals, which involves subject-subject interaction of a teacher and a student, the result of which is the acquisition of specific knowledge, skills and abilities, increasing the level of autonomy and awareness of the meaning and significance of educational activities; 3) creation of an effective learning environment that promotes self-determination, selfrealization and self-development of students and provides material, methodological, technical support for the organization of autonomous learning of professionally oriented English communication.

scholarly journals The Use of Debate Method to Improve Students’ Speaking Skill

2018 ◽  
Vol 2 (2) ◽  
pp. 13
Author(s):  
Indah Werdiningsih
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Method ◽  
Research Problem ◽  
Research Subject ◽  
Speaking Skill ◽  
Academic Year ◽  
Crucial Part

Speaking is a crucial part of the language learning process. However, many students find speaking as one of the most difficult skills in English. Therefore, the researcher wants to improve the students’ speaking ability through the suitable teaching method, in this case the debate. The objective of this research referring to the research problem is to find out how the debate method can improve speaking ability. Based on the research problem and the relevant theory, the hypothesis of this research is described as follows: Debate method improves the speaking ability of the fifth semester students of Universitas Muhammadiyah Jember in the 2017 / 2018 academic year by developing their activeness in expressing oral argument logically in a systematic way. The design of this research is classroom action research. The research subject is the fifth semester class consisting of 34 students. Test and observation are used to obtain the data. The data collection involved a number of instruments namely Test of Speaking English and Speaking Rubric. It was then evaluated by using speaking rubric covering fluency, pronunciation, vocabulary and grammar. Debate method improves the students’ speaking ability in two cycles from M = 61.84 in Cycle 1 to M = 70.34 in Cycle 2 and the percentage of students scored  (E = 66.67%) in Cycle 1 to (E = 83.34%) in Cycle 2. The observation result from 56.15% students’ activeness in Cycle 1 to 85.29% students’ activeness in Cycle 2. Based on the data above, there was significant impact of Cycle 2 implementation on the students’ speaking ability. It can be concluded that debate method is able to improve the students’ speaking ability.

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